Learning system and method that communicates messages amongst geographically dispersed students based on region profiles

ABSTRACT

A learning management system and method displays corresponding learning environments for delivery of instructional material to a plurality of geographically dispersed remote student workstations located in a plurality of regions after the learning system authenticates a corresponding plurality of students at the plurality of geographically dispersed remote student workstations. Each learning environment displays a user interface on a respective remote student workstation located in one region of the plurality of regions. At least one region profile stores information specifying a rule associated with communication of information between a first region and another second region. Messages are communicated amongst the geographically dispersed remote student workstations located in the plurality of regions in accordance with the region profile.

CROSS REFERENCE TO RELATED APPLICATIONS

This application claims priority to U.S. Provisional Patent ApplicationSer. No. 61/677,990, entitled “SYSTEM AND METHOD FOR INTERFACING WITHSTUDENTS OVER A NETWORK”, filed Jul. 31, 2012, the contents of which arehereby incorporated herein by reference in their entirety.

FIELD

The present invention is generally directed to learning systems andmethods, and in particular, the present invention relates to a studentmessaging for geographically dispersed students.

BACKGROUND

With developments in the education industry, students seek access tocourse-related information and their own course work, anywhere, anytime.Students want current, relevant, interesting and engaging coursematerials and assignments taught by teachers, instructors, counselorsand advisors who are aware of student's educational and professionalpath and goals based on a clear map of course progress and degreeprogram. Enabling and facilitating students' online activities aroundtheir campus is a major consideration in providing the desired studentexperience.

Online education now demands providing educational services to a diverseglobal audience from different cultural backgrounds. Education providersface the challenge of providing high quality education across a diversestudent population. Educational programs must provide skills thatstudents can apply in their lives and professions to make a realdifference in the real world. Educators must strive to create acommunity of learners connected to one another. A learning managementsystem (LMS), as referred to in the art, is software for delivering,tracking and managing training of students. LMSs range from systems formanaging student training records to software for distributing coursesover the Internet and offering features for online collaboration. Inmany instances, LMSs are used to automate record-keeping as well as toregister students for classroom and online courses. Self-registration,faculty-led learning, learning workflow, the provision of on-linelearning (e.g., read and understand), on-line assessment, management ofcontinuous professional education (CPE), collaborative learning (e.g.,application sharing, discussion threads), and learning resourcemanagement (e.g., instructors, facilities,

FIG. 1 depicts a known LMS 10, including one offered by Blackboard,WebCT, Moodle, eCollege and others, which allows a faculty member toplace his or her courses, in whole or in part, online. As depicted, thefaculty 12 plays a central role for mediating between a student 13,presenting course content 15 and assessing a student 14. LMSs 10 usuallyprovide all-inclusive learning environments for faculty and students,with the faculty 12 disseminating instructional material specific to acourse of study amongst students. As such, the faculty member serves asthe facilitator, assessor and content developer.

Conceptually, there is no difference between the role of a teacher inconventional LMSs 10 and the role of a teacher in a bricks and mortarclassroom. In both cases, the students are grouped and assigned aspecific teacher. The teacher introduces all course content andmaterials into the classroom and mediates and assesses the learningprocess of the student. Thus, under LMS 10, the web is a tool toreplicate, as closely as possible, the traditional classroom environmentand the LMS 10 is limited by its system boundaries, just as the physicalclassroom is limited by four walls and doors.

With advances in content and media delivery technologies, the LMS modelhas not fully taken advantage of the available features for educatingstudents. For example, such advances allow students to accesseducational content not only via laptops and desktops, but also smartphones, PDA's, iPods, Netbooks and eBooks. It is, for example, estimatedthat the majority of prospective student market has a smart phone orPDA, with advances content delivery capabilities via downloadableapplications or by content streaming. These new devices have enabledusers access to podcasting, wikis, blogs, web cams, eBook readers, MP3players, social networks and virtual learning environments.

Conventional LMS developers' attempt in incorporating new features intotheir existing systems in some cases can result in significantdevelopments cost in redesigning their content to incorporate thefunctionality of these new technologies. In other cases, the developersmay have to open up their system platform through applicationprogramming interfaces (API's) to “bolt on” new technologicalcapabilities. LMS redesign investment may be expensive, especially whennew development work may not be able to keep up with the proliferationof ever advancing technologies and features. Opening up platformsthrough APIs may present a significant competitive disadvantage to LMSvendors and service providers who have invested heavily in theirproprietary instructional material delivery systems.

Additionally, educational services are increasingly offered over globalnetworks of institutions and universities. For example, LaureateEducation Inc., the assignee of the present application, currentlyoffers accredited campus-based and online courses in a wide variety ofprograms, including undergraduate and graduate degree programs andspecializations, to nearly a wide range of students in numerouscountries. Such a global educational network requires supportinglearning environments that are tailored to bring to students a globalperspective blended with a local point of view, creating a trulymulticultural, career-oriented educational experience for students. Forexample, the educational experience may be a career-focused or licensingprogram, a multi-year undergraduate degree program, or master's and/ordoctorate degree program in any one of a number of fields includingengineering, education, business, health care, hospitality,architecture, and information technology, etc.

The advent of social networking platforms is impacting the way(s) inwhich learners engage with technology in general. Curriculum uses ofsocial networking services also can include sharing curriculum-relatedresources. Educators tap into user-generated content to find and discusscurriculum-related content for students. Responding to the popularity ofsocial networking services among many students, teachers areincreasingly using social networks to supplement teaching and learningin traditional classroom environments as they can provide newopportunities for enriching existing curriculum through creative,authentic and/or flexible, non-linear learning experiences. Some socialnetworks, such as English, baby! and LiveMocha, are explicitlyeducation-focused and couple instructional content with an educationalpeer environment. The Web 2.0 technologies built into most socialnetworking services promote conferencing, interaction, creation,research on a global scale, enabling educators to share, remix, andrepurpose curriculum resources. In short, social networking services canbecome research networks as well as learning network.

The use of online social networks by school libraries is alsoincreasingly prevalent, and they are being used to communicate withpotential library users, as well as extending the services provided byindividual school libraries. Educators and advocates of new digitalliteracies are confident that social networking encourages thedevelopment of transferable, technical, and social skills of value informal and informal learning. In a formal learning environment, goals orobjectives are determined by an outside department or agency. Tweeting,instant messaging, or blogging enhances student involvement. Studentswho would not normally participate in class are more apt to partakethrough social network services. Networking allows participants theopportunity for just-in-time learning and higher levels of engagement.The use of social networking allows educators to enhance the prescribedcurriculum. When learning experiences are infused into a website thatstudents utilize every day for fun, students realize that learning canand should be a part of everyday life.

Social networking services foster learning through what is described asa “Participatory Culture.” A participatory culture consists of a spacethat allows engagement, sharing, mentoring, and an opportunity forsocial interaction. Participants of social network services may availthemselves of this opportunity. Informal learning, in the forms ofparticipatory and social learning online, is an excellent tool forteachers to sneak in material and ideas that students will identifywith, and therefore, in a secondary manner, students will learn skillsthat would normally be taught in a formal setting in the moreinteresting and engaging environment of social learning. Sites likeTwitter provide students with the opportunity to converse andcollaborate with others in real time. Social networking services providea virtual “space” for learners.

Social networks focused on supporting relationships between teachers andtheir students are now used for learning, educator professionaldevelopment, and content sharing. Ning for teachers, TermWiki, LearnCentral, TeachStreet and other sites are being built to fosterrelationships that include educational blogs, eportfolios, formal and adhoc communities, as well as communication such as chats, discussionthreads, and synchronous forums. These sites also have content sharingand rating features.

Laureate Education Inc.'s U.S. Patent Publication No. 2009-0311658 A1,the entire contents of which are hereby incorporated by reference,discloses “System And Method For Collaborative Development Of OnlineCourses And Programs Of Study” over a social network. A database storesan initial framework that defines a sequence of learning units forcreating a desired learning environment for students. The learning unitsare identified by corresponding learning unit identifiers. A pluralityof workstations coupled to the network are used for entry of reviewerinformation by the participants using the learning environment createdfor the students. The reviewer information comprise one or more commentsentered by one participant about a learning unit and a rank entered byanother participant about the comment, with the rank being correlatedwith a defined ranking standard. A processor processes the rankaccording to a predefined criteria to produce a ranking result that isassociated with a learning unit identifier. The ranking result is usedfor associating learning content to the learning unit identified by thelearning unit identifier.

Laureate Education Inc.'s U.S. Patent Publication No. US 2009-0291426A1, the entire contents of which are hereby incorporated by reference,discloses an “Educational System For Presenting One Or More LearningUnits To Students In Different Learning Environments”, where each unitis associated with an assessment information relating to students. Adigital rights and asset management application controls access to thecontent associated with each one of said one or more units according tocorresponding unit identifiers. An assessment application, e.g., a gradebook application, stores assessment information derived from presentingthe content to said one or more users in the first and secondinteractive environments, including social networks, with the unitidentifier correlating the assessment information with the units.

Social networking sites share a variety of technical features that allowindividuals to: construct a public/semi-public profile, articulate alist of other users that they share a connection with, and view theirlist of connections within the system. The most basic of these arevisible profiles with a list of “friends” who are also users of thesite. A profile is generated from answers to questions, such as age,location, interests, etc. Some sites allow users to upload pictures, addmultimedia content, or modify the look and feel of the profile. Others,e.g., Facebook, allow users to enhance their profile by adding modulesor “Applications.” Many sites allow users to post blog entries, searchfor others with similar interests and compile and share lists ofcontacts. User profiles often have a section dedicated to comments fromfriends and other users. To protect user privacy, social networkstypically have controls that allow users to choose who can view theirprofile, contact them, add them to their list of contacts, and so on.Some social networks have additional features, such as the ability tocreate groups that share common interests or affiliations, upload orstream live videos, and hold discussions in forums.

Companies have begun to merge business technologies and solutions, suchas cloud computing, with social networking concepts. Instead ofconnecting individuals based on social interest, companies aredeveloping interactive communities that connect individuals based onshared business needs or experiences. Many provide specializednetworking tools and applications that can be accessed via theirwebsites, such as LinkedIn. Others companies, such as Monster.com, havebeen steadily developing a more “socialized” feel to their career centersites to harness some of the power of social networking sites. Thesemore business related sites have their own nomenclature for the mostpart but the most common naming conventions are “Vocational NetworkingSites” or “Vocational Media Networks”, with the former more closely tiedto individual networking relationships based on social networkingprinciples.

An activity stream is a list of recent activities performed by anindividual, typically on a single website. For example, Facebook's NewsFeed is an activity stream. When users are logged into Facebook, a NewsFeed presents constantly updated list of their friends' Facebookactivity. The News Feed highlights information that includes profilechanges, upcoming events, and birthdays, among other updates. The NewsFeed also shows conversations taking place between the walls of a user'sfriends. An integral part of the News Feed interface is the Mini-Feed, anews stream on the user's profile page that shows updates about thatuser. Unlike in the News Feed, the user can delete events from theMini-Feed after they appear so that they are no longer visible toprofile visitors. News Feed shows top stories and most recent stories inone feed, and the option to highlight stories to make them top stories,as well as to un-highlight stories. The News Feed allow users to viewrecent stories first.

Since the proliferation of activity streams on websites, there have beencalls to standardize the format so that websites could interact with astream provided by another website. The Activity Streams project, forexample, is an effort to develop an activity stream protocol tosyndicate activities across social Web applications. Activity Streams isan open format specification for activity stream protocols, which areused to syndicate activities taken in social web applications andservices, similar to those in Facebook, Newsfeed, FriendFeed, theMovable Type Action Streams plugin, etc. Several major websites withactivity stream implementations have already opened up their activitystreams to developers to use, including Facebook and MySpace. FacebookDesktop for Adobe AIR lets users see a running timeline, or stream, ofthe activities of their friends on a desktop computer or even on a cellphone. Though activity stream arises from social networking, nowadays ithas become an essential part of business software. Enterprise socialsoftware is used in different types of companies to organize theirinternal communication and acts as an important addition to traditionalcorporate intranet. Such major collaboration software like JiveSoftware, Yammer, or Chatter offer activity stream as a separateproduct. At the same time other major software providers, such as tibbr,Central Desktop, and Wrike offer activity stream as an integrated partof their collaboration software solution.

With advances in information technologies, there exists a need for aneducational system that allows geographically dispersed students tocommunicate messages with each other based on regional requirements.

SUMMARY

Briefly, according to the present invention, a learning managementsystem and method displays corresponding learning environments fordelivery of instructional material to a plurality of geographicallydispersed remote student workstations located in a plurality of regionsafter the learning system authenticates a corresponding plurality ofstudents at the plurality of geographically dispersed remote studentworkstations. Each learning environment displays a user interface on arespective remote student workstation located in one region of theplurality of regions. At least one region profile stores informationspecifying a rule associated with communication of information between afirst region and another second region. Messages are communicatedamongst the geographically dispersed remote student workstations locatedin the plurality of regions in accordance with the region profile.

According to some of the more detailed features of the invention, therule prevents communication of a message between a first student in afirst course and a second student in a second course or between a firststudent in a first region and a second student in a second region orbetween a first student of a first educational institution and a secondstudent of a second educational institution or between a student over acertain age and a student under the certain age or between a firstcountry and a second country.

According to other more detailed features of the invention, the rulecauses a message in a first language of a first region to be translatedinto a second language of a second region, for example, using a machinetranslation technique.

According to other more detailed features of the invention, the messageincludes a message from a student or a message to a student or a studentprofile or a status of a student or a stream update, or an instructionalmaterial.

These and other features and advantages will be apparent from a readingof the following detailed description and a review of the associateddrawings. It is to be understood that both the foregoing generaldescription and the following detailed description are explanatory onlyand are not restrictive of aspects as claimed.

BRIEF DESCRIPTION OF THE DRAWINGS

Embodiments will now be described in connection with the associateddrawings, in which:

FIG. 1 depicts a known LMS.

FIG. 2 depicts an exemplary educational system in accordance with one ormore embodiments.

FIG. 3 depicts an exemplary block diagram of a network having afront-end system and a back-end system in accordance with one or moreembodiments.

FIG. 4 depicts an exemplary server in accordance with one or moreembodiments.

FIGS. 5-27 depict exemplary interfaces in accordance with one or moreembodiments.

FIG. 28 depicts exemplary calendars in accordance with one or moreembodiments.

FIGS. 29-33 depict an exemplary logic flows for managing learning inaccordance with one or more embodiments.

DETAILED DESCRIPTION OF THE DRAWINGS

Exemplary embodiments are discussed in detail below. While specificexemplary embodiments are discussed, it should be understood that thisis done for illustration purposes only. In describing and illustratingthe exemplary embodiments, specific terminology is employed for the sakeof clarity. However, the embodiments are not intended to be limited tothe specific terminology so selected. A person skilled in the relevantart will recognize that other components and configurations may be usedwithout parting from the spirit and scope of the embodiments. It is tobe understood that each specific element includes all technicalequivalents that operate in a similar manner to accomplish a similarpurpose. The examples and embodiments described herein are non-limitingexamples.

FIG. 2 depicts an exemplary educational system 200 in accordance withone or more embodiments. In one embodiment, users of devices 215-1through 215-n may register within a particular learning system orinstitution and may connect to a network 210 (e.g. the Internet). Eachof devices 215-1 through 215-n may be a computer, workstation, mobiledevice, a PDA, an iPad, or a laptop computer. A server 205 may bemaintained by the school/university or a third party vendor. Educationsystem 200 may also include a server 260. Server 260 may include anycombination of features of server 205. Server 260 may also be connectedto the other parts of education system 200 through network 210. Server260 may be located on the same network as server 205 or on a differentnetwork as server 205. Server 260 may run or operate other instances thesoftware used to provide the online education system. Server 260 may berun or operated by other institutions, either foreign or domestic.Server 260 may be run or operated by the same institution but inseparate locations, either foreign or domestic. Education system 200 mayinclude any number of additional servers, user devices, or networkconnections.

Server 205 may be connected to or include a number of databases,including a course material database 220, a student database 225, aportfolio database 230, a social network database 235, a securitydatabase 240, a course database 245, a teacher database 250, or anycombination thereof. The course material database 220 may store anyinformation about course materials. The course material database 220 maystore, for each course, weekly schedules, syllabi, assignments,resources, due dates, discussions, reflections, content summaries,content reviews, quizzes, tests, midterms, finals, any other coursematerial information, or any combination thereof.

Student database 225 may store any information about students using thesystem. Student database 225 may store an inventory of all users thatare affiliated with the particular learning program or institution. Inone embodiment, such users are associated with network address, e.g., IPaddresses, that may be stored in a user's profile. Student database 225may store information about the students' names, class year, programs ofstudy, locations, addresses, information about the student entered bythe students, activities and interests of the students, education of thestudents, work experiences of the students, pictures of the users, orany combination thereof.

Portfolio database 230 may store information about student portfolios.Student portfolios include information about student progress in thecourses. Portfolio database 230 may store information about courses thestudents have completed, activities the students have completed,examples of work products the students have completed, grades,evalutations, rankings, or any combination thereof.

Social network database 235 may store social networking informationabout the users of the system. Social networking information may includecontacts of the users to which the students are connected, circles ofthe users, chat connections of the users, chat histories of the users,communities of the users, courses associated with the users, or anycombination thereof. As used herein, a circle of a user means a set ofother users associated with a user in the system. In one embodiment, auser's circles may be set by the user. As used herein, a community ofthe user may include any group or association of which the user is apart as identified by the system. Communities are different fromcontacts and circles because communities cannot be directly modified byusers. Communities may be disbanded once a course ends, or pastcommunities may be maintained. Social network database 235 may alsostore any other information related to the social networkinginformation.

Security database 240 may store security information for the system.Security information may include usernames of the users, passwords ofthe users, security questions used for verifying the identity of theusers, answers to security questions, which parts of the system theusers are able to access, or any combination thereof.

Course database 245 may store any information about the courses offeredby educational system 200. Course database 245 may store course names,course identifiers, course numbers, course descriptions, courseteachers, course teaching assitants, course schedules, course enrollmentincluding students enrolled in the courses, past course offerings,future course offerings, number of users allowed to enroll in a course,course structure, course prerequisites, or any combination thereof.

Teacher database 250 may store any information about the teachers usingeducational system 200. In one embodiment, teachers are associated withnetwork address, e.g., IP addresses, that may be stored in a teacher'sprofile. Teacher database 250 may store information about the teachers'names, years teaching, programs involved with, locations, addresses,information about the teacher entered by the users, activities andinterests of the teachers, education of the teachers, work experiencesof the teachers, pictures of the teachers, or any combination thereof.

FIG. 3 depicts an exemplary block diagram 300 of a network having afront-end system and a back-end system in accordance with one or moreembodiments. The front-end system 330 includes a firewall 332, which iscoupled to one or more load balancers 334 a, 334 b. Load balancers 334a-b are in turn coupled to one or more web servers 336 a-b. To provideonline learning sessions, the web servers 336 a-b are coupled to one ormore application servers 338 a-c, each of which includes and/or accessesone or more front-end databases 340, 342, which may be central ordistributed databases. The application servers serve various modulesused for interaction between the different users and the learningsystem, including instructional enrollment module, course registrationmodule, learning session management module, content delivery module,proximity module, event module, a social networking tool, connectionlayer module, external portfolio module, internal portfolio module, apresentation module, or any combination thereof. These modules may berun independently of each other based on corresponding teacher, student,geolocation and event profiles, as further described below.

Web servers 336 a-b provide various user portals, including student,teacher, and event portals. The user portals may include various webinterfaces. The servers 336 a-b are coupled to load balancers 334 a-b,which perform load balancing functions for providing optimum onlinesession performance by transferring client user requests to one or moreof the application servers 338 a-c according to a series of semanticsand/or rules. The application servers 338 a-c may include a databasemanagement system (DBMS) 346 and/or a file server 348, which manageaccess to one or more databases 340, 342. In the exemplary embodimentdepicted in FIG. 4, the application servers 338 a and/or 338 b provideinstructional content to the users 306, 310 which include electronicinterfaces, progress reports, student profiles, teacher profiles, eventprofiles, as well as instructional content correlated with a student,teacher, course, school, expressive avatar information or event asprocessed by the server. Some of the instructional content is generatedvia code stored either on the application servers 338 a and/or 338 b,while some other information and content, such as student profiles,instructional material, teacher schedule, or other information, which ispresented dynamically to the user, is retrieved along with the necessarydata from the databases 340, 342 via application server 338 c. Theapplication server 338 b may also provide users 306, 306 access toexecutable files which can be downloaded and installed on user devices304, 310 for creating an appropriate learning environments and sessions,with branding and or marketing features that are tailored for aparticular application, client or customer.

The central or distributed database 340, 342, stores, among otherthings, the web content and instructional material deliverable to thestudents. The central or distributed database 340, 342, may storeinformation stored in course material database 220, student database225, portfolio database 230, social network database 235, securitydatabase 240, course database 245, teacher database 250, or anycombination thereof. The central or distributed database 340, 342 mayalso store retrievable information relating to or associated withstudents, teachers, responsible authorities, parents, learning centers,profiles (student, facilitator, teacher, faculty, course developer,assessor, etc.), billing information, schedules, statistical data,attendance data, enrollment data, teacher attributes, studentattributes, historical data, demographic data, compliance data,certification data, billing rules, third party contract rules,educational district requirements, expressive avatar information, etc.Any or all of the foregoing data can be processed and associated asnecessary for achieving a desired learning objective or a businessobjective associated with operating the system of the disclosedembodiments.

Updated program code and data are transferred from the back-end system360 to the front-end system 330 to synchronize data between databases340, 342 of the front-end system and databases 340 a, 342 a of theback-end system. Further, web servers 336 a, 336 b, which may be coupledto application servers 338 a-c, may also be updated periodically via thesame process. The back-end system 360 interfaces with a user device 350such as a workstation, enabling interactive access for a system user352, who may be, for example, a developer or a system administrator. Theworkstation 350 may be coupled to the back-end system 360 via a localnetwork 328. Alternatively, the workstation 350 may be coupled to theback-end system 360 via the Internet 370 through the wired network 324and/or the wireless network 326.

The back-end system 360 includes an application server 362, which mayalso include a file server or a database management system (DBMS). Theapplication server 362 allows a user 352 to develop or modifyapplication code or update other data, e.g., electronic content andelectronic instructional material, in databases 340 a, 342 a. Accordingto one embodiment, interactive client-side applications on the internetexecute on a variety of internet delivery devices such as a web-browser,smart phones, and tablet devices such as the iPad, to provide animproved core student experience.

FIG. 4 depicts an exemplary server 410 in accordance with one or moreembodiments. Server 410 may include a social network tool 415, aconnection layer module 450, an external portfolio module 455, aninternal portfolio module 460, a presentation module 465, or anycombination thereof. Social network tool 415 may include a communitiesmodule 420, a chat module 425, a circles module 430, a contacts module435, an update stream module 440, a policies module 445, or anycombination thereof. The modules may provide the functionalities asfurther described below.

Login Management

FIG. 5 depicts an exemplary login interface 510 in accordance with oneor more embodiments. Login interface 510, as well as the otherinterfaces described herein, may be presented in browser window 520.Login interface 510 may include an user ID entry field 530, a passwordentry field 540, a login button 550, a forgotten password link 560, orcombinations thereof. The user may enter a user ID into user ID entryfield 530. The user ID may be an email address or any other string usedto identify users of educational system 200. The user may also enter apassword into the password entry field 540. When the user enters a validuser ID and password combination, activating login button 550 may allowthe user to gain entry to the course content provided by educationalsystem 200. A user may activate the forgotten password link 560, whichmay provide the user with further instructions on how to obtain arecovery password. Access to educational system 200 may be control bypolicies module 445 based on system settings. Educational system 200 mayalso have an auto-logout feature, in which after a specified period oftime or of inactive time, e.g. 30 minutes, a user is disconnected fromthe system and must login again in order to access educational system200.

Course Dashboard

FIG. 6 depicts an exemplary interface 600 in accordance with one or moreembodiments.

Interface 600 may include dashboard button 605, current courses display610, recent courses display 612, upcoming courses display 614,announcements area 616, news area 618, close button 620, or anycombination thereof. Dashboard button 605 may be present on anyinterface of educational system 200. When a user activates dashboardbutton 605, the educational system 200 will display current coursesdisplay 610, recent courses display 612, upcoming courses display 614,announcements area 616, news area 618, close button 620, or anycombination thereof. The portion of the browser window containing theseelements may change while the other portions of the browser window, forexample, the contacts display, may remain unaltered. Presentation module465 may manage the elements presented for display as described herein.

Current courses display 610 may display, in any format, a list ofcourses in which a user in currently enrolled. The current coursesdisplay 610 may include links that link to the course pages and a placefor obtaining course materials. Any number of currently enrolled coursesmay be presented on current courses display 610. Current courses display610 may be hidden by recent courses display 612 or upcoming coursesdisplay 614 in a similar manner in which dashboard interface 600 showsrecent courses display 612 and upcoming courses display 614 being hiddenby current courses display 610. In one embodiment, the currentlyselected course panel, i.e., current courses display 610, recent coursesdisplay 612, or upcoming courses display 614, will hide all or portionsof the two non-selected course panels. Clicking or activating a hiddencourse panel may cause that course panel to come to the foreground andhide the other two course panels. Recent courses display 612 andupcoming courses display 614 may display the same types of informationas current courses display 610. However, recent courses display 612 mayany number of courses already completed by the user. Upcoming coursesdisplay 614 may display courses that the user has not yet started but inwhich the user may be enrolled. Announcements area 616 may displayannouncements from the system or other source. The announcements may beany type of content including text, images, video, links, or anycombination thereof. News area 618 may display news from the system orother source. The news may be any type of content including text,images, video, links, or any combination thereof. When activated, closebutton 620 may hide the portion of the browser window containing currentcourses display 610, recent courses display 612, upcoming coursesdisplay 614, announcements area 616, news area 618, close button 620.The portion of the browser window may then display a default page, ablank page, another portion of content presented by educational system200, for example, a page showing information about a user, or contentpresented from another source.

Interface 600 may include availability indicator 625, user status button630, email button 635, or any combination thereof. Availabilityindicator 625 may be a graphical or textual symbol that represents thestatus of the user currently using the system. Availability indicator625 may be a colored light, with different colors representing differentstatuses. In one embodiment, a green light may indicate that the user isavailable, a red light may indicate that the user is busy, and a greylight may indicate that the user is invisible. User status button 630may be a button that displays identifying information about the usercurrently logged in. User status button 630 may display the user's name,user ID, email address, any information that identifies the user, or anycombination thereof. When a user activates email button 635, the usermay be redirected to an email program. The email program may beintegrated with educational system 200 or external to educational system200. The email program may start composing a new email with some or allof the content currently being presented by educational system 200 inthe browser. Availability indicator 625, user status button 630, andemail button 635 may be present on any or all of the other interfacespresented by educational system 200.

Social Pane

Interface 600 may include contacts button 640, search field 642, currentcourses section 644, course button 646, course button 648, circlessection 650, add circles button 652, communities section 655, hidesocial pane button 660, social pane adjustor 665, stream button 670, orany combination thereof. Contacts button 640, when activated, causes thesocial pane to be shown. The social pane may include search field 642,current courses section 644, course button 646, course button 648,circles section 650, add circles button 652, communities section 655,hide social pane button 660, and social pane adjustor 665. When a userenters a query into search field 642, a search dialog may appearproviding a real-time list of results provided by the contacts module435 that match the user's query.

Current courses section 644 may list the current courses in which a useris enrolled and the other users that may also be enrolled in thosecourses. By activating the current courses section 644, which mayinclude clicking on current courses section 644, the user may togglehiding the list of courses and users and showing the list of courses andusers. In one embodiment, the user is enrolled in two courses, as shownby course button 646 and course button 648. When the user toggles coursebutton 646, the list of users also enrolled in course may be displayed.For an example of the expanded list of users, see FIG. 9. Contactsmodule 435 may provide educational system 200 with the list of contactscurrently enrolled in the course. The current courses section 644 mayalso display the instructors associated with each course. Any number ofcourses may be presented in any order in the current courses section644.

Circles section 650 may list the current circles that a user created andthe other users that are a part of those circles. By activating thecircles section 650, which includes clicking on circles section 650, theuser may toggle hiding the list of circles and users and showing thelist of circles and users. A user's circles may be presented logicallyby circle similar to how the courses were presented logically by coursein current courses section 644. For an example of the expanded list ofcircles, see FIG. 22. Add circles button 652 may be used by a user toadd new circles. Any number of circles may be presented in any order inthe circles section 650. Circles module 430 may provide educationalsystem 200 with the list of the user's circles and users associated withthe circles.

Communities section 655 may list the current communities with which auser is associated and the other users that may also be associated withthose communities. By activating the communities section 655, whichincludes clicking on communities section 655, the user may toggle hidingthe list of communities and users and showing the list of communitiesand users. A user's communities may be presented logically by communitysimilar to how the courses were presented logically by course in currentcourses section 644. For an example of the expanded list of communities,see FIG. 22. Communities module 420 may provide educational system 200with the list of the user's communities and users associated with thecommunities.

Hide social pane button 660 may be used to hide the social pane orresize the horizontal dimensions of the social pane. Social paneadjustor 665 may be used to adjust the verticle size of the social pane.Below the social pane adjustor 665 may be a space for open chatsessions. In some embodiments, when a user hides the social pane withhide social pane button 660, educational system 200 changes the user'sstatus to busy. When the user unhides the social pane with hide socialpane button 660, educational system 200 changes the user's status toavailable. This technique allows the user to simultaneously hide thesocial pane when wanting to focus on course materials while indicatingto contacts that the user is busy and might not respond to chats. Hidesocial pane button 660 may allow the user to hide the social pane with asingle click.

Interface 600 may include places button 680, tools button 682, coursebutton 684, course button 686, or any combination thereof. Places button680, tools button 682, course button 684, or course button 686 maydisplayed in the taskbar area of any page, not only on the pagedisplayed in interface 600. When activated by the user, pages button 680reveals a pop-up window that gives the student the option to link toother parts of the application provided by educational system 200. Insome embodiments, the links include a link to student services pages anda link to a communities page. When activated by the user, tools button682 reveals a pop-up window that gives the student the option to link toother parts of the application provided by educational system 200. Insome embodiments, the links include a link to an email tool.

Course buttons 684 and 686 represent courses that a user is associatedwith. When activated by the user, course button 684 opens a course pageprovided by educational system 200. There may be any number of coursebuttons in the taskbar area. Educational system 200 or a user maydetermine that a course should be placed as a course button in thetaskbar area, reordered in the taskbar area, or removed from the taskbararea. In some embodiments, one or more users may be prevented byeducational system 200 from making alterations to the course buttons inthe taskbar area. Course button 684 and 686 can be used to return tothat course if the student has been working in other areas and overlainthe course in the workspace.

Course button 686 may function in any of the ways course button 684functions for a separate course, the same course, or a separate portionof the same course.

User Status Options Window

FIG. 7 depicts an exemplary interface 700 in accordance with one or moreembodiments. When user status button 630 is activated, a user statusoptions window 710 appears. User status options window 710 may includeuser info button 715, status selection options, language selectionoptions, student information, a logout button, or any combinationthereof. Activating the user info button 715 will allow the user to editthe user's information as described herein. The status selection optionsmay allow the user to make changes to the user's status. The languageselection options may allow the user to make changes to the preferredlanguage for receiving content. The logout button may allow the user toend the session with educational system 200.

Updates Stream

Interface 700 may include stream button 720, filter bar 725, and streamsection 730. When a user activates the stream button 720, filter bar725, stream section 730, or any combination thereof may be displayed.Stream section 730 may display a stream of updates associated withcourses, communities, circles, or any combination thereof. Updates mayinclude updates on other users' chat statuses or new informationassociated with other people. Stream section 730 may display, for eachupdate, the source of the update, who posted the updated, the time ofthe update, a message, a content item, or any combination thereof.Update stream module 440 may provide educational system 200 with updatesand information relating to the user's stream.

Filter bar 725 may provide a drop-down menu that may allow a user tofilter the user's stream by various options, including filtering bycommunity, a course, circle, contact, user, status, location, any otherfiltering option described herein, or any combination thereof. When afiltering option is chosen from the filter bar 725, the stream section730 may be updated to display those stream items that met the filteringoptions. Education system 200 may detect that the user has selected aparticular filter, and then only push to the user updates that satisfythe filter. The update viewing section may be a truncated area in apanel which can be left open while the user browses the system, or maybe a full page area that may be navigated away from. Update streammodule 440 may provide educational system 200 with updates andinformation relating to the user's stream.

Education system 200 may filter updates based upon other criteria. Thesystem may filter updates based on those users currently on-screen.Filtering may be based upon the focus of the portal. For example, if aHistory course is selected, the user may see a certain group of studentstatus updates for the users in History course. When the user switchesto an English course, the History course updates may be removed. Thefiltering described herein allows educational system 200 to avoidsending updates or buddy lists that are not being used because theupdates or users have been filtered out. As a result, the server mayavoid sending extraneous data regarding updates, e.g., updates aboutpeople, when the user will not even see the updates. Update streammodule 440 may provide educational system 200 with updates andinformation relating to the user's stream.

Student-Selected Contacts and Mandatory Contacts

A networked computer system provides various services for assistingusers in locating, and establishing contact relationships with, otherusers. For example, in one embodiment, users can identify other usersbased on their affiliations with particular schools or otherorganizations. The system also provides a mechanism for a user toselectively establish contact relationships or connections with otherusers, and to grant permissions for such other users to view personalinformation of the user. The system may also include features forenabling users to identify contacts of their respective contacts. Inaddition, the system may automatically notify users of personalinformation updates made by their respective contacts.

A network service comprises a platform that builds a plurality ofnetworks of related users. Such network service platform may bepresented to the users via a website served by servers, such as thosedisclosed in connection with FIGS. 2-4. Network services allow forcreation of user profile pages that may include pictures and userinformation.

The users may be related based on shared interests in learning asubject. For example, the related users can be students taking the samecourse or classes. The related users can comprise students and facultyresponsible for mediating instructional material for a course of study.The related users can be students having shared interest in learningabout a specific subject that is offered by a learning institution, orvarious learning activities. The related users can comprise students andother users that have real-life connections with the students. Suchreal-life connections can be based on friendship, ethnical backgrounds,etc.

A learning management system may comprise a database, a learning system,and a networking service. The database, such as any one or more of thosedepicted in FIGS. 2 and 3 or otherwise described herein, may storeelectronic addresses for a plurality of contacts associated with thestudent. The student's contacts may be any other system user that isassociated with the user. As discussed above, a user's contact may be ina community with the user, a circle with the user, a course with theuser, or any combination thereof. A student may be associated with a setof student's contacts, i.e. contacts of the student. The set ofstudent's contacts may comprise at least one student-selected contactand at least one mandatory contact. The student-selected contact may bea contact designated by the student to be in the set of the student'scontacts. For example, the student-selected contact may a member of acircle of the student, another user added by the student to thestudent's contact list, or any other contact otherwise identified by thestudent as the student's contact. In some embodiments, thestudent-selected contact may a member of a contact group that is subjectto a group approval, such as a community.

The mandatory contact may be a contact that is not designated by thestudent to be in the set of the student's contacts, but is still one ofthe student's contacts. For example, a mandatory contact may be aclassmate that is enrolled in the same course with the student, a courseinstructor assigned to the course, an assessor of student performance ofthe course, a course developer assigned to a course, a member of acontact group that is subject to group approval (e.g. a member of acommunity), or any other contact not selected, designated, and/oridentified by the student to be in the set of student's contacts.Courses, as a type of association of contacts, may refer to groups ofconnected users (e.g. students, teachers, teaching assistants) that areinvolved in the same course. Membership in a course may be mandatory inthat any person involved with a course may automatically be included inthe course group, and the user may not have the ability to opt-out ofthe course group. Similarly, a mandatory contact, or compulsory contact,of the student may be automatically included in the student's contacts,and the student may not be able to remove the mandatory contact from thestudent's contacts. The identification, selection, or assignment ofmandatory contacts of a student, e.g. members of a course group, may beprovided by a registrar, another source of course enrollment data, orany other source on the system.

The learning system may be configured to deliver one or moreinstructional materials to the student. The one or more instructionalmaterials may be any of those discussed herein.

The networking service may be in communication with the learningmanagement system, and the networking service may be configured toprovide a user interface that enables the student to communicatemessages with the student-selected contact and the mandatory contact.The user interface may be any of those depicted herein, e.g. interfacesprovided for chatting, posting updates, etc.

In some embodiments, the user interface may enable the student toselectively communicate messages with the student-selected contact andmandatory contact during a learning session. For example, a user maysend or receive messages, updates, chats, feed information, statusupdates, presence updates, or any other communication from thestudent-selected contact and/or the mandatory contact during a learningsession. For example, the communications could be the updates depictedin FIG. 7.

In some embodiments, the one or more instructional materials areassociated with a course of study, and the mandatory contact isassociated with a course contact. For example, the mandatory contact maybe associated with another student taking the course, a courseinstructor assigned to the course, an assessor of student performance inthe course, a course developer assigned to the course, or anycombination thereof.

Streams

A network computer system, such as the ones described herein, mayinclude social networking features that allow students, faculty, orother users to communicate with one other while using other featuresprovided by the system. When using the social networking services, auser may receive updates about social networking contacts. Updates mayinclude updates on other users' chat statuses or new informationassociated with other people. The updates may be displayed as a stream.In some embodiments, the updates may appear as a live stream, i.e., inwhich new updates are displayed as they occur on a real-time basis, or,where users' activities are streamed as soon as they happen. A streammay display, for each update, the source of the update, who posted theupdated, the time of the update, a message, a content item, or anycombination thereof. The stream may be displayed while users areinteracting with other parts of the system.

Because a stream may include an overwhelming amount of information, theitems of a stream may be filtered. As discussed herein, a user may havethe option of filtering updates in the stream to include only thoseupdates meeting specified criteria, such as membership in one or morecourses, circles, communities.

Additionally or alternatively, smart filtering may also be used, inwhich filtering is performed automatically by the system based on auser's interactions.

In the learning management system, a server configured to create alearning environment on a remote student workstation or accessible by aremote workstation for delivery of instructional material to a studentafter the server authenticates a student log-in. The created learningenvironment displays a user interface to the student on the remotestudent workstation, such as the interfaces described herein. The userinterface may also be used to interact with an instructional materialwhen the student enters into a learning session associated with acourse. The learning session may refer to when a student interacts withan instructional material. If the student does not interact withinstructional material, then there is no learning session. FIG. 14,which will be described in more detail below, depicts an example of alearning session in which instructional materials are presented to astudent and the student interacts with the instructional material.

A database, such as any of those discussed herein, may store electronicaddresses for a plurality of contacts associated with the student. Theplurality of contacts may comprise any of the contact types disclosedherein. The student may be associated with a set of student's contactscomprising a first contact associated with the first course and a secondcontact.

A networking service in communication with the server may be configuredto display to the student, within the learning environment, a firstactivity stream associated with the first contact and a second activitystream associated with the second contact, wherein upon detection ofstudent's entry into the learning session, the first activity stream isdisplayed without displaying the second activity stream. For example, auser may be enrolled in and receive activity stream updates fromcontacts in four classes. The system may detect that a user is currentlyworking on a lessons for a first class, and based on that information,remove from the activity stream updates from the other three classes.When the user later switches to working on lessons for a second class,updates from the first class may be removed from being displayed, andthe activity stream updates from the second class may be displayed tothe user. Although in this example the second activity stream isassociated with a second class, the second activity stream may be anyactivity stream. For example, the activity stream may correspond toupdates from a community, a circle, or any other organizationalstructure recognized by the system.

Many possible configurations for displaying the activity streams arepossible. For example, upon detection of the student's exit from thelearning session (e.g. the student leaves the instructional material tovisit a different class or group), the second activity stream may bedisplayed. The second activity stream may be displayed concurrently withthe displaying of the first activity stream, e.g. after the user exitedthe learning session, the user's contacts associated with learningsession may be displayed with all of the other contacts of the student.Alternatively, the second activity stream may displayed withoutdisplaying the first activity stream. The first activity stream maycomprises a first message from the first contact, the second activitystream may comprises a second message from the second contact, or anycombination thereof. At least one of the first activity stream or secondactivity stream may comprises a message transmitted from the student.The first activity stream may comprise a first status update from thefirst contact, the second activity stream may comprise a second statusupdate from the second contact, or any combination thereof.

The instructional material may be concurrently displayed with the firstactivity stream.

For example, the user may view the activity stream of updates fromclassmates displayed on an interface while interacting withinstructional materials, e.g. a lecture, presentation, etc., that arealso displayed on the interface.

The first contact may be associated with another course student, acourse instructor, a course performance assessor, a course developer, ora course administrator. The second contact may be associated with astudent-selected contact. At least one of the first or second activitystreams may comprise a live stream, in which updates are received in areal-time basis as they occur. A message corresponding to the secondactivity stream is transmitted to the student upon detection ofstudent's exit from the learning session.

In some embodiments, a server, such as any of those discussed herein,may be configured to create a first learning environment on a remotestudent workstation or accessible by a remote student workstation fordelivery of a first instructional material to a student after the serverauthenticates a student log-in and a second learning environment on theremote student workstation or accessible on the remote studentworkstation for delivery of a second instructional material to thestudent after the server authenticates the student log-in. The createdfirst learning environment may display a first user interface to thestudent on the remote student workstation. The first user interface maybe used to interact with the first instructional material when thestudent enters into a first learning session associated with the firstcourse. The created second learning environment may display a seconduser interface to the student on the remote student workstation. Thesecond user interface may be used to interact with the secondinstructional material when the student enters into a second learningsession associated with a second course.

A database, such as any of those discussed herein, may store electronicaddresses for a plurality of contacts associated with the student. Thestudent may be associated with a set of student's contacts comprising afirst contact associated with the first course and a second contactassociated with the second course. For example, the first contact may bea classmate of the student in the first course, and the second contactmay be an instructor of the student in the second course. However, thefirst and second contacts could be any type of contact associated withthe first and second courses, respectively.

A networking service in communication with the server may be configuredto display to the student, within the first learning environment, afirst activity stream associated with the first contact, and configuredto display to the student, within the second learning environment, asecond activity stream associated with the second contact. Upondetection of student's entry into the first learning session, the firstactivity stream may be displayed without displaying the second activitystream, and upon detection of student's entry into the second learningsession, the second activity stream may be displayed without displayingthe first activity stream.

This type of filtering may be implemented according to one or more ofthe following configurations. In some embodiments, the first activitystream may comprise a first message transmitted from the first contact,the second activity streams comprises a second message transmitted fromthe second contact, or any combination thereof. The first message may betransmitted from the first contact to the student, the second messagemay be transmitted from the second contact to the student, or anycombination thereof. A message corresponding to the second activitystream may be transmitted to the student upon detection of student'sexit from the learning session. At least one of the first activitystream or second activity stream may comprise a message transmitted fromthe student. The first activity stream may comprise a first statusupdate from the first contact, the second activity stream comprises asecond status update from the second contact, or any combinationthereof. The first instructional material may be concurrently displayedwith the first activity stream, the second instructional material may beconcurrently displayed with the second activity stream, or anycombination thereof. The first contact may be associated with anotherfirst course student, a first course instructor, a first courseperformance assessor, a first course developer, or a first courseadministrator. The second contact may be associated with a second coursestudent, a second course instructor, a second course performanceassessor, a second course developer, or a second course administrator.The first activity stream may comprise a live stream, the secondactivity stream or comprise a live stream, or any combination thereof.

Either type of filtering, i.e. filtering by the student or filtering bythe system, may allow the system to avoid sending updates or buddy liststhat are not being used because the updates or users have been filteredout. As a result, the system may avoid sending extraneous data regardingupdates that the user will not even see.

Editing User Information

FIG. 8 depicts an exemplary interface 800 in accordance with one or moreembodiments. Interface 800 may include a “My Info” section, whichincludes content area 805, edit profile tab 810, public profile tab 845,settings tab 850, or any combination thereof. Content area 805 maychange based on the current tabs selected. Edit profile tab 810 mayinclude general info tab 815, activities tab 820, education/work tab825, communities tab 830, update record section 835, and opt-out button840. When general info tab 815 is selected, the user may be presented incontent area 805 with options for changing information about the user'sprofile. The user may change or add a profile picture, whether theuser's location is displayed on the user's public profile, whether an“about me” section is displayed on the public profile, and theinformation contained in an “about me” section. The user may also havethe options of saving changes, canceling the editing operations, orundoing the latest changes. When activities tab 820 is selected, theuser may be presented in content area 805 with options for changinginformation about the user's activities and interests. The user may edita description about the user's activities and interests, and whether ornot to display this information on the user's public profile. The usermay also have the options of saving changes, canceling the editingoperations, or undoing the latest changes. When education/work tab 825is selected, the user may be presented in content area 805 with optionsfor changing information about the user's educational background andwork experience. The user may edit a description about the user'seducational background, work experience, and whether or not to displaythe educational background and work history on the user's publicprofile. The user may also have the options of saving changes, cancelingthe editing operations, or undoing the latest changes. When communitiestab 830 is selected, the user may be presented in content area 805 withthe option of whether or not to display the user's communities on theuser's public profile. The user may also have the options of savingchanges, canceling the editing operations, or undoing the latestchanges. The user may also be presented in content area 805 with a listof the communities to which the user belongs. The list may include linksto more specific information about the communities, e.g., the officialpage for the community. When the public profile tab 845 is selected,content area 805 may display the public profile of the user. Displayingthe public profile will be discussed in conjunction with FIG. 9. Whenthe settings tab 850 is selected, content area 805 may display optionsfor changing the user's preferences and settings. Mananging the user'spreferences and settings will be discussed in conjunction with FIGS.10-13. Interface 800 may include a taskbar item 855 and a window controlwidget 860.

Taskbar item 855 may be displayed in the taskbar of interface 800 and isa method for easily returning to the “My Info” section. Window controlwidget 860 may be used to close the “My Info” section, minimize the “MyInfo” section such that taskbar item 855 is the only on-screenrepresentation of the “My Info” section, or scale the “My Info” sectioninto a window size smaller than the portion it is currently shown tooccupy. Additional taskbar items may be used for other interfaceelements of educational system 200. For example, when a course is open,the course may have a taskbar item associated with it. An example isdisclosed in FIG. 14, taskbar item 1415. As more content pages are open,additional taskbar items may be added to the taskbar. Similarly, windowcontrol widget 860 may be used with other content pages in the mannerdisclosed herein.

Public Profile

FIG. 9 depicts an exemplary interface 900 in accordance with one or moreembodiments. Interface 900 may include content section 905 and contactwidget 970. Content section 905 may display the public profile for auser of the system. The public profile for a user may include anycombination information viewable by other members of the system. In oneembodiment, the public profile may include a user's name, email address,track or tracks of study, course year, location, description, “aboutme,” activities, interests, and communities. The public profile for auser may be displayed when a user clicks on the user in the social paneor update stream. For example, clicking on user 920 may cause thatuser's public profile to be displayed in content section 905.

Contact widget 970 may provide links to different ways of contacting theperson associated with the contact widget 970. Contact widget 970 mayinclude links to initiate sending an email to the user, starting a chatwith the user, or adding the user to a circle. Contact widget 970 may beassociated with any user and may appear alongside content of any pagedisplayed by educational system 200.

When a user hovers over an entry in the social pane or update stream, asummary window 930 may be displayed. Summary window 930 may display auser's picture, name, status, area of study, any other informationavailable to other users in the system, or any combination thereof.Summary window 930 may also display buttons that, when selected, enablea user to view the user's profile, chat with the user, initiate sendingan email to the user, or adding the user to a circle. In someembodiments, summary window 930 may be displayed anytime a user hoversover another user's name anywhere on the site.

Simultaneous Add and Designate Contacts

Summary window 930 may include link for quickly adding a contact to aparticular circle. When the add to contact link is selected, quick addwindow 935 may appear. Quick add window 935 may be displayed as a pop-upor full-sized window. Quick add window 935 allows the user to check oneor many boxes associated with one or more circles. The user can create anew circle by clicking on the “create new” link, entering the name ofthe new circle, and clicking save. After the user chooses one or morecircles, the user selects save changes, and the contact is added tothose circles of the user. This mechanism for quickly and unobtrusivelyplacing contacts in circles allows users to update their circles withouthaving to change the underlying content windows. This allows users tocontinue performing activities on educational system 200 with only aminimal interruption of a few keystrokes to update their circles.Circles module 430 may facilitate adding contacts to and managing theuser's circles.

Chat

Chat module 425 may facilitating users chatting via instant messagingsessions on educational system 200. Chat may be enabled by any chatprotocol, including XMPP chat protocol. When a user selects a link tochat with a contact, a chat window 940 may appear. Chat window 940 mayinclude chat history 945 and input field 950. As the user chats with acontact, the record of the chat may be displayed in chat history 945.The user enters text or chat content into input field 950. When the userpresses the return key on the keyboard, the message entered into inputfield 950 is sent to the contact.

Security Settings

FIG. 10 depicts an exemplary interface 1000 in accordance with one ormore embodiments. Interface 1000 may include a password tab 1010, acontent area 1015, a set of options 1020, a security questions tab 1030,a virtual community tab 1040, or any combination thereof. Selectingpassword tab 1010, security questions tab 1030, or virtual community tab1040 may change the content displayed in content area 1015. Whenpassword tab 1010 is selected, a manage password screen may be displayedin content area 1015. The manage password screen may include a field toenter a current password, a new password, and a field to re-enter thepassword. Content area 1015 may also include a set of password options1020, which may include the option to create the new password or anoption to cancel and clear the form. When a user enters the currentcorrect password, the new and re-entered passwords match, and the createnew password option is chosen, policies module 445 will change theuser's password to the new password entered.

FIG. 11 depicts an exemplary interface 1100 in accordance with one ormore embodiments. Interface 1100 may include a security questions tab1105, a content area 1110, a set of options 1115, or any combinationthereof. Selecting security questions tab 1105 may change the contentdisplayed in content area 1110. When security questions tab 1105 isselected, a manage security questions screen may be displayed in contentarea 1110. The manage security questions screen may include a field toenter a current password, one or more drop down menus that enable a userto select different security questions, and one or more fields to answerquestions that of the corresponding drop down menus. Content area 1110may also include a set of security question options 1115, which mayinclude the option to save changes or an option to cancel and clear theform. When a user enters the current correct password and a set ofanswers to the selected security questions, policies module 445 willstore the user's answers to the security questions.

FIG. 12 depicts an exemplary interface 1200 in accordance with one ormore embodiments. FIG. 13 depicts exemplary interface 1300 in accordancewith one or more embodiments. Interface 1200 may include virtualcommunity tab 1205, content area 1210, opt out button 1220, or anycombination thereof. When a user selects opt out button 1220, the usermay be presented with the opt out screen 1305 from interface 1300. Optout screen 1305 may provide notice to the user about the process ofopting-out of the virtual communities, and asks for a confirmation inorder to opt out. If a user opts out of the virtual communities, one ormore of the following may occur: the user may be automatically removedfrom any of the communities that the user joined; or the user's namewill be listed as anonymous on any social stream communities, posts, andactivities. When the user confirms an opt out of the virtualcommunities, communities module 420 sets the data in the social networkdatabase 235 to reflect those changes.

Classroom Sites

FIG. 14 depicts an exemplary interface 1400 in accordance with one ormore embodiments. Interface 1400 depicts a classroom site in accordancewith one or more embodiments. Interface 1400 may include a classidentifier 1405, a content area 1410, a taskbar item 1415, an overviewtab 1420, a schedule tab 1422, a resources tab 1424, a discussion tab1426, an assignments tab 1428, a reflection tab 1430, a content reviewtab 1432, a timeframe selector 1440, a font scaler widget 1450, or anycombination thereof. Class identifier 1405 indicates the current courseselected. Content area 1410 displays the course materials associatedwith the currently selected tab. Taskbar item 1415 may be used to accessthe classroom site when the site is minimized or hidden by other sites.Timeframe selector 1440 may be used to indicate the current selectedtime frame. In some embodiments, the timeframe is a week and timeframeselector 1440 will display the number of weeks in the course with linksto each week's materials. The timeframe may be any measure of time,including days, weeks, months, years, or semesters. The tabs maycorrespond to the materials for a selected timeframe. In someembodiments, the timeframe is a week and the tabs will show thematerials limited to the selected week. For example, interface 1400shows tabs corresponding to a weekly timeframe. Timeframe selector 1440may also be used to jump to a specific timeframe in the course. Forexample, if a user selected the ‘2’ in the timeframe indicator 1440,content area 1410 may display content associated with week 2. Further,the tabs may display indicia representing week 2 instead of week 8. Fontscaler widget 1450 may be used to increase or decrease the size of thefont of the content displayed on the classroom site.

When overview tab 1420 is selected, content area 1410 displays thecourse materials associated with an overview for the timeframe, whichmay include an overview for the timeframe, learning outcomes, any otherinformation associated with an overview for the timeframe, or anycombination thereof. When schedule tab 1422 is selected, content area1410 displays the course materials associated with a schedule for thetimeframe, which may include a schedule of classes, a schedule ofassignments, a schedule for resources, dues dates, any other informationassociated with a schedule for the timeframe, or any combinationthereof. When resources tab 1424 is selected, content area 1410 displaysthe course materials associated with resources for the timeframe, whichmay include readings, optional resources, any other informationassociated with resources for the timeframe, or any combination thereof.When discussion tab 1426 is selected, content area 1410 displays thecourse materials associated with a discussion for the timeframe, whichmay include an discussions associated with the timeframe, any otherinformation associated with discussions for the course during thetimeframe, or any combination thereof. When assignments tab 1428 isselected, content area 1410 displays the course materials associatedwith assignments for the timeframe, which may include a list ofassignments for the timeframe, learning outcomes, any other informationassociated with assignments for the timeframe, or any combinationthereof. When reflection tab 1430 is selected, content area 1410displays the course materials associated with reflections for thetimeframe. When content review tab 1432 is selected, content area 1410displays the course materials associated with content reviews for thetimeframe, which may include tests, quizzes, reviews, any otherinformation associated with reviews for the timeframe, or anycombination thereof.

Student Services

FIG. 15 depicts an exemplary interface 1500 in accordance with one ormore embodiments. FIG. 16 depicts an exemplary interface 1600 inaccordance with one or more embodiments. FIG. 17 depicts an exemplaryinterface 1700 in accordance with one or more embodiments. FIG. 18depicts an exemplary interface 1800 in accordance with one or moreembodiments. Interfaces 1500, 1600, 1700, and 1800 depict variousembodiments of a student services site. Interface 1500 may includecontent area 1510. When resources link 1505 is selected, content area1510 may display information about or links to student services. In someembodiments the student services information includes links to thelibrary, tutoring and mentoring services, IT services, disabilityservices, health center, residence halls and dining, and campus safetyinformation.

Interface 1600 may include content area 1610. When registration link1605 is selected, content area 1610 may display information about orlinks to registration services. In some embodiments the registrationservices information includes links to course registration, adding anddropping courses, academic catalogs, academic calendars, classschedules, and course materials.

Interface 1700 may include content area 1710. When finances link 1705 isselected, content area 1710 may display information about or links tofinancial services. In some embodiments the financial servicesinformation includes links to tuition and fee information, net pricecalculator, contact the financial aid office, payment options, andscholarship information.

Interface 1800 may include content area 1810. When student records link1805 is selected, content area 1810 may display information about orlinks to student records services. In some embodiments the studentrecords services information includes links to change password orsecurity questions, update addresses and phone numbers, emergencycontact, name changes, social security number changes, view emailaddress, grades and transcripts, external portfolio settings orinformation, and internal portfolio settings or information.

Community Searching and Creation

FIG. 19 depicts an exemplary interface 1900 in accordance with one ormore embodiments. Interface 1900 may include a community list tab 1905,a create a community tab 1910, search field 1915, content area 1920, orany combination thereof. When community list tab 1905 is selected,content area 1920 may display search field 1915 and a list ofcommunities. The list of communities may include the community names,descriptions, pictures, any information associated with the community,or any combination thereof. Clicking on one of the listed communitiesmay take the user to a community page. The details of the communitypages are detailed in the description of FIGS. 21-23. As a user enterstext into search field 1915, the list of communities displayed incontent area 1920 may be filtered to display only those communities thatmeet the search criteria.

FIG. 20 depicts an exemplary interface 2000 in accordance with one ormore embodiments. Interface 2000 may include content area 2010, create acommunity tab 2015, button 2020, or combinations thereof. When create acommunity tab 2015 is selected, content area 2010 may display a set ofinput fields with descriptions for creating a new community. The usermay have the option to enter a name for the community, add a picture forthe community, add a description for the community in the input fieldsdisplayed in content area 2010. The user may select the button 2020,which may instruct educational system 200 to create a community based onthe information entered into the input fields displayed in content area2010.

Community Sites

FIG. 21 depicts an exemplary interface 2100 in accordance with one ormore embodiments. Interface 2100 may include content area 2105,community picture 2110, social learn tab 2115, about tab 2120, memberstab 2125, leave/join community button 2130, or combinations thereof.When social learn tab 2115 is selected, content area 2105 may displaysocial learning content. The social learning content are posts specificto the community. The posts may be created by the entering informationinto a text field in content area 2105 and either entering a keyboardreturn or selecting a post button in the content area 2105. A list ofprevious posts may be displayed in content area 2105.

The functionality of the leave/join community button 2130 may depend onthe user's status. If a user is already a member of the community,leave/join community button 2130 will display text or a graphicindicating that the button may be used to leave the community. In thiscase, when the user selects the leave/join community button 2130, arequest is sent to the educational system 200 and communities module 420to remove the user from the community. Educational system 200 or anadministrator may decide whether to allow the user to be removed fromthe community and whether to remove the user from the community. If auser is not a member of the community, leave/join community button 2130will display text or a graphic indicating that the button may be used tojoin the community. In this case, when the user selects the leave/joincommunity button 2130, a request is sent to the educational system 200and communities module 420 to add the user to the community. Educationalsystem 200 or an administrator may decide whether to allow the user tojoin the community and whether to add the user to the community.

Interface 2100 may include scroll buttons 2140 and 2145. Scrollbars mayalways be displayed or may only be displayed when there are too manytaskbar items displayed in the taskbar to be viewed at the same time.Scroll buttons 2140 and 2145 may be used on any of the sites describedherein in the same manner as described regarding interface 2100.

FIG. 22 depicts an exemplary interface 2200 in accordance with one ormore embodiments. Interface 2200 may include content area 2205, abouttab 2210, or combinations thereof. When about tab 2210 is selected,content area 2205 may display information about the community.Information about the club may include the name of the community, apicture symbolizing the community, information about the owner assignedto the community, or combinations thereof.

FIG. 23 depicts an exemplary interface 2300 in accordance with one ormore embodiments. Interface 2300 may include content area 2305, memberstab 2310, chat icon 2320, email icon 2330, circles icon 2340, quick addwindow 2350, or combinations thereof. When members tab 2310 is selected,content area 2305 may display information about the members of thegroup. In some embodiments, a roster of the members of the group isdisplayed. The roster includes pictures of each of the group members,names of the group members, descriptions of the group members, chat icon2320, email icon 2330, and circles icon 2340. Selecting chat icon 2320may start a chat associated with chat icon 2320. Selecting email icon2330 may initiate the process of sending an email to the user associatedwith email icon 2330. Selecting circle icon 2340 may cause a quick addwindow 2350 to appear. Quick add window 2350 may function identically toquick add window 935 as previously described herein.

Course Navigator

FIG. 24 depicts an exemplary interface 2400 in accordance with one ormore embodiments. Interface 2400 may include course navigator window2405, slider 2410, numbered links 2415, thumbnails 2420, or anycombination thereof. Thumbnails 2420 may include one or more thumbnailimages or video that each represent a unit of a timeframe for thecourse. For example, as shown in interface 2400, each image ofthumbnails 2420 may represent a week in a course. The unit of atimeframe may be any measure of time. Clicking on or selecting any ofthe images of thumbnails 2420 may redirect the user to a course pageassociated with the unit of time of the course associated with theimage.

When slider 2410 is moved by the user, thumbnails 2420 changes toreflect the movement of slider 2410. For example, when slider 2410 ismoved one increment to the right, the next image of thumbnails 2420 maymove to the foreground of course navigator window 2405 and may increasein size. The previous foreground image may decrease in size to reflectthat it is not the focus designated by slider 2410.

Numbered links 2415 may allow a user to navigate to a to a course pageassociated with the point in time of the course associated with itemselected. For example, as shown in interface 2400, the number of weeksof the course are displayed in numbered links 2415. If the user were toclick on or select 8, the user would be redirected to the portion of thecourse page containing materials for week 8. Numbered links 2415 mayallow students that are unable to interact with slider 2410 orthumbnails 2420, such as students with disabilities, to easily anddirectly access course materials for a given timeframe.

Calendar Dashboard

FIG. 25 depicts an exemplary interface 2500 in accordance with one ormore embodiments. Interface 2500 may include calendar dashboard 2510,calendar icon 2520, details window 2522, status bar 2525, progress bar2530, download button 2535, help button 2550, video display 2560, or anycombination thereof. Calendar dashboard 2510 may display a calendar. Thecalendar may display items using any timeframe with any number ofsubdivisions, including but not limited to showing a week divided bydays, a month divided by days, a day divided by hours, or any number ofdays divided by days, e.g., 3 days shown in day segments. For example,interface 2500 displays a week 3 of a course divided by days. Presentingcourse materials in a calendar format helps students to manage theirassigned work throughout each week of the course.

Calendar dashboard 2510 may display one or more calendar icons, of whichcalendar icon 2520 is an example. Each calendar icon may include theproperties or features discussed herein regarding calendar icon 2520.Calendar icon 2520 may have a graphic that indicates the type of contentassociated with calendar icon 2520. For example, interface 2500 depictsthree types of graphics: a book, a video screen, and a paper and pencil.Each of these graphics may correspond to an activity. For example, thebook may correspond to a reading, the video screen may correspond to avideo, and the paper and pencil may correspond to an assignment orexercise. The graphic displayed by calendar icon 2520 may include thesegraphics or any other graphics that correspond activities associatedwith the course materials.

Calendar icon 2520 may include a badge. A badge may be an indicatorattached to calendar icon 2520 that displays additional information,including a number, text, an icon, or any combination thereof. Forexample, in interface 2500 calendar icon 2520 includes a badge with thenumber ‘2’ therein. A number within the badge may indicate the number ofitems of the type of course material associated with calendar icon 2520that have yet to be completed, that have yet to be started, or anycombination thereof. For example, in interface 2500 the badge oncalendar icon 2520 may indicate that there are two assignments due andthat have not been completed on Wednesday of week 3. Information aboutthe status of course materials, including the amount of interaction auser has had with the course materials, may be stored in course materialdatabase 220, student database 225, portfolio database 230, or anycombination thereof. Educational system 200 may update a user's statusregarding course materials as the user interacts with or makes changesto the course materials. Because progress information is stored byeducational system 200, users can work on multiple computers and inmultiple browsers and receive accurate and up-to-date information abouttheir progress.

Selecting or clicking calendar icon 2520 may cause details window 2522to be displayed. Details window 2522 may contain a checklist of theactivities associated with calendar icon 2520. For example, in interface2500 details window 2522 may display the two assignments associated withcalendar icon 2520. If the user clicks on the box containing theactivity, a check may appear in the box associated with the activity,the badge on calendar icon 2520 may be decremented to reflect the changein the number of outstanding items or disappear complete if all theitems associated with calendar icon 2520 have been completed, progressbar 2530 may be updated to reflect the change in status of the activity,educational system 200 may store the status in one of the databases, orany combination thereof. Selecting an already completed activity mayhave the reverse effect of incrementing the number on the badge,updating progress bar 2530 to reflect the change in status of theactivity, educational system 200 may store the status in one of thedatabases, or any combination thereof. Additionally or alternatively,clicking on calendar icon 2520 may cause the user to open the relatedcontent in a new window or tab.

Status bar 2525 may include a set of calendar icons that represent typesof activities that are associated with the timeframe. For example, ininterface 2500 there are two calendar icons representing two types ofactivities associated with week 3. Progress bar 2530 may indicate auser's progress in completing activities. Progress bar 2530 may indicatethe user's progress with activities associated with the currentlyselected timeframe, another timeframe, progress in the course, or anycombination thereof. As a user interacts with educational system 200,including interacting with the elements described in interface 2500,progress bar 2530 may change to reflect the corresponding change inprogress.

Download button 2535 may be displayed anywhere on calendar dashboard2510. When download button 2535 is selected, educational system 200 mayprovide the user with a set of materials for the selected timeframe todownload. For example, in interface 2500 the user may receive a downloadof all the course materials associated with week 3. The download mayinclude a checklist that lists all of the assignments or activitiesassociated with the timeframe, a zipped file of all of the availablecourse materials associated with the timeframe, or any combinationthereof. The ability to easily and quickly download course materialswith as little as one click is particularly useful for users that mayhave limited access to the network or lack reliable network access. Theability to efficiently download course materials for a given timeframealso allows the user to utilize the materials without having to beconnected to educational system 200.

When help button 2550 is selected, educational system 200 may providethe user with access to tutorials about the interface. The tutorials maytake the form of videos, web pages, documents, or any combinationthereof. The tutorials may be accessible to users anytime throughout theacademic program, not only during the student orientation.

Video display 2560 may provide the user access to featured videos.Featured videos may be videos or content that are particularly relevantto the material associated with the selected timeframe displayed incalendar dashboard 2510. Educational system 200 may change the featuredvideos shown in video display 2560 based on the user's progress, changesin course materials, the user's interactions with elements in interface2500, or any combination thereof.

A link may be present on any of the pages described herein that allowsthe user to toggle between two or more of the course home panel,calendar dashboard, course list view, any other course viewing pagedescribed herein, or any combination thereof.

Calendar icon 2520 may be moveable by the user anywhere in interface2500 by the user. For example, in interface 2500 the user may click oncalendar icon 2520 and use a mouse or any other input device ortechnique to move calendar icon 2520 to another day. The user may movecalendar icon 2520 so that the user can schedule course activities at atime more conducive to the user's wants or needs. A user may movecalendar icon 2520 to any day, the user may be limited to movingcalendar icon 2520 to a time earlier than the previously scheduled time,or any combination thereof.

The user may create one or more additional calendar items to theschedule displayed in interface 2500. For example, the user may have animportant event, like the user's mother's birthday, on Saturday. Theuser may press a button to start the creation of another calendar item.The user may then specify a date, time, name, location, any other eventor activity information, or any combination thereof. The system willthen create a calendar icon corresponding to the entered information.The user may create additional calendar items event so that the user hasa better idea of how to schedule course events, and how to manage theuser's time to best meet the course objectives as well as personalcommitments.

Course Home Panel

FIG. 26 depicts an exemplary interface 2600 in accordance with one ormore embodiments. Interface 2600 may include content display 2610,navigation bar 2620, progress display 2630, or combinations thereof.Navigation bar 2620 may provide a set of links representing a home linkto content overview, links to each unit, or any combination thereof. Aunit may represent a portion or a segment of a timeframe Content display2610 may display content associated with the unit or timeframe selectedin navigation bar 2620. Progress display 2630 may display a user'sprogress in completing activities associated with a unit or all of theunits. Progress display 2630 may indicate the user's progress withactivities associated with the currently selected unit, another unit,progress in the course, or any combination thereof. As a user interactswith educational system 200, including interacting with the elementsdescribed in interface 2600, progress display 2630 may change to reflectthe corresponding change in progress.

Course List View

FIG. 27 depicts an exemplary interface 2700 in accordance with one ormore embodiments. Interface 2700 includes progress display 2710,activity summary display 2720, badge 2730, pop-out button 2740, or anycombination thereof. Progress display 2710 may display a user's progressin completing activities associated with a unit or all of the units.Progress display 2710 may indicate the user's progress with activitiesassociated with the currently selected unit, another unit, progress inthe course, or any combination thereof. As a user interacts witheducational system 200, including interacting with the elementsdescribed in interface 2700, progress display 2710 may change to reflectthe corresponding change in progress.

Activity summary display 2720 may display a number of types ofactivities. The types of activities may include any instructionalcontent or activity offered by educational system 200. Examples ofactivities include viewing an introduction, readings, media, check yourknowledge exercises, shared activities, and individual assignments.Selecting a type activity displayed in activity summary display 2720 maycause the user to be directed to a page that includes the materialsassociated with the activity type.

Each type of activity displayed may include a badge 2730. Badge 2730 maydisplay additional information, including a number, text, an icon, orany combination thereof. For example, in interface 2700 badge 2730 has anumber ‘3’ within it. A number within the badge may indicate the numberof items of the type of course material associated activity type thathave yet to be completed, that have yet to be started, or anycombination thereof. For example, in interface 2700 badge 2730 mayindicate that there are three individual assignments due and that havenot been completed for Unit 1. Information about the status of coursematerials, including the amount of interaction a user has had with thecourse materials, may be stored in course material database 220, studentdatabase 225, portfolio database 230, or any combination thereof.Educational system 200 may update a user's status regarding coursematerials as the user interacts with or makes changes to the coursematerials. Because progress information is stored by educational system200, users can work on multiple computers and in multiple browsers andreceive accurate and up-to-date information about their progress.

When selected, pop-out button 2740 may cause the content currently beingviewed in the pane associated with the pop-out button 2740 to bedisplayed in a new browser window or tab. Pop-out button 2740 may bepresent on and used with any of the pages described herein.

In some embodiments, the calendar dashboard, course home panel, andcourse list view may include any combination of features described insection entitled “Laureate Classroom Navigator and Weekly DashboardFunctional Specifications.”

Many of the techniques described herein have focused on displayinginformation specific to a particular course. In some embodiments, theinformation displayed using any of the display formats described hereinmay display any other logical grouping of information. For example, astudent may view a number of courses and course activities when usingthe calendar dashboard, course home panel, course list view, any otherinterface described herein, or any combination thereof.

Portfolios

Educational system 200 may allow an entity access to portions of astudent's educational history. The portfolio may be a collection orsummary of a student's work or educational history. In some embodiments,the portfolio would not include all aspects of a student's history, butonly a summary of the student's history.

Educational system 200 may provide an external portfolio web site havinga URL or other form of internet address. The URL or internet address maybe specific to a student or provide general access to studentportfolios. A student could use the external portfolio web site to sharethe student's portfolio with an entity. In some embodiments, the entitycould be an employer, a potential employer, another learninginstitution, alumni, friends, family, any party interested in learningabout the student's achievements, or combinations thereof. An entity mayuse the URL or internet address to access the external portfolio website. The entity may need to supply credentials, including a username,password, PKI, or combination thereof to access the portfolio associatedwith the URL or internet address. The credentials may be associated witha particular student. The student may supply the credentials to theentity. Policies module 445 may compare the entered credentialsassociated with the URL, internet address, or student with credentialsassociated with the URL, internet address, or student in securitydatabase 240. If the credentials match, the entity may be providedaccess to an web site displaying the student's portfolio. Externalportfolio module 455 may manage the aspects related to providing anexternal portfolio as described herein.

Several benefits are provided by providing access to a portfolio to anentity. First, the entity would not have to rely on a student-suppliedresume but could instead access a institution-supplied record of studentwork and progress. Second, because the information would be managed bythe institution, the site and portfolio would not be subject tofalsification and would provide an authoritative record to the entityabout the student.

Educational system 200 may provide an internal portfolio web site havinga URL to users of the system. An internal portfolio may store all of thematerials a user has worked on for courses. Through the internalportfolio web site, a user can share portions of the portfolios withother users. A user may be presented with an interface that allows theuser to select, for each potential portfolio element, whether the itemis included or excluded from the portfolio to share. Each user maycreate any number of portfolios to share. A user, community, or circlemay create portfolios to share. A user, community, or circle may shareportfolios with another user, community, circle, or combinationsthereof. The same techniques for ranking, commenting on, anddistributing educational content described in Laureate Education Inc.'sU.S. Patent Publication No. 2009-0311658 A1 may be used to rank, commenton, and distribute portfolios. Users may rank or comment on theusefulness of shared portfolio material, which provides the benefit ofallowing users to quickly identify the most useful or most relevantshared portfolio material.

Worldwide Integration

Connection layer module 450 may manage the connection between a networkof institutions. As discussed above in the context of educational system200, the network of institutions may include foreign and domesticinstitutions. Connection layer module 450 may manage the interactions ofusers in different institutions or countries based on rules stored instudent database 225, social network database 235, or security database240. In one embodiment, all users may freely communicate with all otherusers.

In other embodiments, a user may be restricted in a manner fromcommunicating with another user. The restrictions may be based on rulesor flags set store in student database 225, social network database 235,or security database 240. The rules or flags may include prohibitinginteractions, chatting, viewing profiles, viewing stream updates, anyother interaction made possible by education system 200, or anycombination thereof. The restriction may be based on a user's age,location, nationality, course of study, progress, institutional policy,any information stored in the databases of the system, or anycombination thereof. For example, connection layer module 450 mayprevent users from two separate countries from seeing each other's′presence on educational system 200. In another example, the connectionlayer module 450 may prevent users over a certain age from chatting withusers under the certain age.

Connection layer module 450 may translate communications from a firstuser in a first language into second language for a second user.Connection layer module 450 may review any or all of the communicationsin educational system 200. Connection layer module 450 may determinethat the first user is communicating in a first language based on thecommunications coming from the first user or from language settingsassociated with the second user. Connection layer module 450 maydetermine that the second user is communicating in a second languagebased on the communications coming from the second user or from languagesettings associated with the second user. If the connection layer module450 determines that the first and second languages are different, theconnection layer module 450 may use machine translation techniques totransfer messages from the first user into the second language for thesecond user, to transfer messages from the second user into the firstlanguage for the first user, or any combination thereof.

An online learning management system, such as any of those describedherein, may provide courses to users that speak different languages orare located in different countries around the world. Based ondifferences between laws in different regions, business reasons, orother considerations, a user may be restricted in a manner fromcommunicating with another user. The restrictions may be based on rulesor flags stored by the system. The rules or flags may includeprohibiting interactions, chatting, viewing profiles, viewing streamupdates, any other interaction made possible by the system. Therestriction may be based on a user's age, location, nationality, courseof study, progress, institutional policy, or any other informationstored in the databases of the system. For example, the system mayprevent users from two separate countries from seeing each other'spresence on the educational system. In another example, the system mayprevent users over a certain age from chatting with users under thecertain age.

The educational system may also translate course materials orcommunications from a first user in a first language into secondlanguage for a second user. The system may review any or all of thecommunications in system and may determine that the first user iscommunicating in a first language based on the communications comingfrom the first user or from language settings associated with the firstuser. The system may also determine that the second user iscommunicating in a second language based on the communications comingfrom the second user or from language settings associated with thesecond user. If the system determines that the first and secondlanguages are different, the system may use machine translationtechniques to translate messages from the first user into the secondlanguage for the second user, to translate messages from the second userinto the first language for the first user, or any combination thereof.

The education system may comprise a server, a database, and a networkingservice. The server may be configured to create corresponding learningenvironments on a plurality of geographically dispersed remote studentworkstations located in a plurality of regions for delivery ofinstructional material from the server to a corresponding plurality ofstudents after the server authenticates student log-ins. For example, afirst student may be located in a first region, e.g. USA, a secondstudent may be located in a second region, e.g. Russia, a third studentmay be located in a third region, e.g. Chile, and so on. The region maybe any of a country, nation, state, region, province, any geographicallyidentifiable area, or any combination thereof. A region may also be anarea defined by a language spoken in the region, by religion, byethnicity, etc. Each of the created learning environments may display auser interface on a remote student workstation located in a region ofthe plurality of regions.

The database may store a plurality of region profiles. Each regionprofile may contain information specifying rules associated withcommunication of information between a first region and another secondregion.

The networking service may be in communication with the server and maybe configured to communicate messages amongst the geographicallydispersed remote student workstations located in the plurality ofregions in accordance with the plurality of region profiles. The messagemay be any type of message or communication, including any of thosediscussed herein. For example, the messages may include at least one ofa message from a student, a message to a student, a student profile, astatus of a student, a stream update, or an instructional material.

The profiles provide flexibility in being able to craft policiesspecific to various regions, and several possible configurations arepossible. A rule of at least one region profile may preventcommunication of messages between a first student in a first course anda second student in a second course. A rules of at least one regionprofile may prevent communication of messages between a first student ina first region and a second student in a second region. A rule of atleast one region profile may prevent communication of messages between afirst student of a first educational institution and a second student ofa second educational institution. For example, students from a firstcollege may be prevented from interacting with students in a secondcollege. A rule of at least one region profile may prevent communicationof messages between a student over a certain age and a student under thecertain age. A rule of at least one region profile may preventcommunication of messages between a first country and a second country.

A rule of at least one region profile may cause a message in a firstlanguage of a first region to be translated into a second language of asecond region. The message may be translated using a machine translationtechnique, and may occur in real-time. For example, messages of a chatsession between two users speaking different languages may be translatedby the system during the chat session. Similarly, updates to a stream oractivity stream may be translated so that the stream displays thetranslated messages. Language settings for the user may be set in theuser profile.

Policies for Filtering or Analyzing Communications

Policies module 445 may implement policies to filter information that isposted or groups that are created for inappropriate content. Policiesmodule 445 may receive a policy that is stored in student database 225,social network database 235, or security database 240. The policy mayspecify topics or words that are inappropriate content. Policies module445 may review any or all of the communications in educational system200, and if the communication contains inappropriate content as definedby the policy, policies module 445 may alter, redact, remove, replace,or delete the communication.

Policies module 445 may analyze communications to identify topics thatstudents are confused out. In some embodiments, policies module 445 mayreceive a topic that is stored in student database 225, social networkdatabase 235, or security database 240. Policies module 445 may reviewany or all of the communications in educational system 200, and if anumber of communications exceeds a threshold, the policies module 445may identify the topic as a topic of confusion.

In other embodiments, policies module may determine topics bysummarizing content provided one or more users. If a number of instancesof topics exceeds a threshold, the policies module 445 may identify thetopic as a topic of confusion. Alternatively, the content of the systemmay also be analyzed by using the summarization techniques describedherein. All or portions of the content of educational system 200,including but not limited to course materials, posts, contacts, andemails, may be summarized to provide a number of instances of topics ofthe educational system 200. If the number of topics exceeds a threshold,and the threshold is given as a different between the number ofinstances of a topic detected content provided by one or more users andthe number of instances of a topic detected when summarizing content ofthe system, the policies module 445 may identify the topic as a topic ofconfusion.

If a topic of confusion is identified, policies module 445 my send acommunication through educational system 200. The communication mayinclude an email, a post to a stream, a post to a community, a chat witha user, any communication type available for users of the system, or anycombination thereof. The communication may be received by a user, aninstructor, or educational system 200.

Policies module 445 may discover unauthorized communication betweenstudents. The unauthorized communication may include cheating, sharinganswers, sharing assignments, sharing other course materials, or anycombination thereof. Policies module 445 may receive a policy that isstored in student database 225, social network database 235, or securitydatabase 240. The policy may specify objects that are unauthorizedcontent. Unauthorized content may include test answers, tests, coursematerials, assignments, or any combination thereof. Policies module 445may review any or all of the communications in educational system 200,and if the communication contains objects that are unauthorized content,policies module 445 may alter, redact, remove, replace, or delete thecommunication. Further, policies module 445 may send a communication toan instructor or user that the unauthorized communication has beendetected. The sent communication may also include an indication of theunauthorized object that had been shared.

Cheating Prevention

An online learning management system, such as any of those describedherein, may include social networking features that allow students,faculty, or other users to communicate with one other while using otherfeatures provided by the system. The system may include a policy thatspecifies objects that are unauthorized content. Unauthorized contentmay include test answers, tests, course materials, or assignments. Thesystem may monitor any or all of the communications in the system, andif the communication contains objects that are unauthorized content, thesystem may alter, redact, remove, replace, or delete the communication.Further, the system may send a communication to an instructor or userthat the unauthorized communication has been detected. The sentcommunication may also include an indication of the unauthorized objectthat had been shared.

The learning management system may comprise a server, such as any ofthose described herein, configured to create a learning environment on aremote student workstation or accessible by a remote station fordelivery of instructional material to a student after the serverauthenticates a student log-in. The created learning environment maydisplay a user interface, such as any of those described herein, to thestudent on the remote student workstation. The user interface may beused to interact with an instructional material when the student entersinto a learning session associated with a course.

A networking service in communication with the server may communicatemessages to or from the student from within the learning environment.The messages may comprise any type of communication or message, includeany of those or any combination of those described herein. Thecommunication of messages with the student may be monitored to determinewhether a message contains an unauthorized content. Unauthorized contentmay be any item specified by the system as content that is notauthorized to be transmitted. Not being authorized may be depended onthe content itself, the potential recipient of the content or message,the transmitter of the content or message, or any combination thereof.

Several possible actions may be taken by the system after detectingunauthorized content in messages. The message containing theunauthorized content may be deleted, the message containing theunauthorized content may be redacted, the unauthorized content may bedeleted from the message prior to being received by the recipient, theunauthorized content may be redacted from the message prior to beingreceived by the recipient, or any combination thereof.

Upon detection of an unauthorized content, an alert message may betransmitted. For example, an alert message may be transmitted to aninstructor associated with the course, an assessor associated with thecourse, a faculty member associated with the course, a course developerassociated with the course, a or any combination thereof. Additionallyor alternatively, the alert may be transmitted to the student.

The alert may contain one or more of the following: the unauthorizedcontent, the identity of the sender, the identity of the intendedrecipient, the identity of any user that may have been exposed to themessage and/or unauthorized content, or time and/or date of thecommunication.

Calendaring Based on Reference Date

An online learning management system, such as any of those describedherein, may provide courses to users. The courses may be structured tohave particular learning activities performed by the users by particulardeadlines, e.g. turning in homework by a certain time, taking a testbefore a certain date, completing reading assignments, etc. In order toprovide flexibility in implementing courses with potentially varyingstart dates, the system may include a course framework that includesrelative deadlines for when tasks are due. The course frameworks mayresemble those used in the master course model of developing courses.For example, a relative deadline may specify that a particular homeworkassignment is due on the third day of the second week of the course.When a user begins a course or a course start date is otherwisedetermined, the system may transform the relative dates into specificdates. For example, given a course start date of Jan. 6, 2013, thesystem may translate the relative date mentioned above into Jan. 15,2013. The system may then provide the course using the specific dates.Course materials with specific dates may also be provided to users as acalendar, e.g. an .ics calendar file. When transforming relative datesinto specific dates, the system may schedule around potential conflicts,such as holidays, weekends, breaks, designated reading periods, or anyother date specified. For example, the framework may recognize thatcertain dates fall on or after July 4, and then move each of those dateson or after July 4 ahead one day.

For example, when an individual instructor creates an online course,he/she can specify exact dates when assignments are due. When onlinecourses are centrally created and used for up to 5 years, and when thosecourses are re-used in multiple classrooms over multiple terms,due-dates become far more complicated. The system may be able tocalculate learning activity due dates based on the following values:term-start date, the number of weeks after term-start on which thelearning activity is due, the number of days after the beginning of theweek on which the learning activity is due, or any combination thereof.

The system may be capable of displaying the learning activity -due datesin a calendar format within the Learning Management System. This systemmay also be capable of generating calendar files that could be exportedto the student's preferred calendaring system, such as Microsoft Outlookor Google Calendar.

When an individual instructor creates an online course, he/she canspecify exact dates when learning activities are due. When onlinecourses are centrally created and used for up to 5 years, and when thosecourses are re-used in multiple classrooms over multiple terms,due-dates become far more complicated. The system is be able tocalculate learning activity due dates, e.g. based on the followingvalues: term-start date, the number of weeks after term-start on whichthe assignment is due, the number of days after the beginning of theweek on which the assignment is due, or any combination thereof.

This system would be capable of displaying the learning activity duedates in a calendar format within the Learning Management System. Thissystem would also be capable of generating calendar files that could beexported to the student's preferred calendaring system such as MicrosoftOutlook or Google Calendar

In some embodiments, a learning management system may comprise adatabase and a learning system, such as those discussed herein. Thedatabase may store a framework, e.g. a course framework. The frameworkmay comprise a sequence of learning units that are associated with areference calendar for completion of the learning activity relative to areference date. The reference calendar may specify a reference due datefor completing a learning activity associated with a learning unit ofthe sequence of learning units, in which the reference due date isrelative to the reference date. For example, as discussed above, alearning activity may be associated with a reference due date of thesecond week of a course. A learning activity may be an assignmentassociated with a learning unit.

FIG. 28 depicts exemplary calendars in accordance with one or moreembodiments. FIG. 28 may include reference calendar 2810 and actualcalendar 2830. Reference calendar may include a plurality of dates,including reference date 2815, reference due date 2820, reference duedate 2825, and reference date 2830. Reference date 2815 may provide aframe of reference from which other dates, e.g. reference due dates 2820and 2825 may be measured. Reference due dates 2820 and 2825 may be dateson which a learning activity is associated. For example, a quiz may bedue on reference due date 2820, and an assignment may be due onreference due date 2825. For example, reference due date 2820 may be 8days after reference due date 2815.

The learning system may be configured to display a learning environmentfor delivery of instructional material associated with the sequence oflearning units to a remote student workstation after the learning systemauthenticates a student at the remote student workstation. The displayedlearning environment comprises a user interface displayed to thestudent, e.g. any of the user interfaces described herein. The userinterface may display an actual due date for completing the learningactivity, in which the actual due date is derived from the reference duedate.

Deriving the actual due date from the reference due date may bedetermined in various ways. The actual due date may be determined byadding or subtracting the period of time between the reference due datefrom the reference date of the reference calendar to the reference dateof the actual calendar to arrive at the actual date. Referring to FIG.28, actual calendar 2830 may include a plurality of dates, includingreference date 2815, actual due date 2840, date 2845, actual due date2850, and date 2855. The dates of actual calendar 2830 may be realcalendar dates. For example, date 2845 may correspond to Jul. 4, 2013,date 2850 may correspond to Jul. 5, 2013, and so on. Reference date 2835may correspond to the beginning of reference calendar 2810, i.e. 2815.Actual due date 2840 may be determined to be the date that is the sameamount of time from reference date 2815 as reference due date 2820 isaway from date 2815.

In some embodiments, the determined actual due date may be modifiedbased on a an adjustment date. The actual due date may be based on anadjustment date on an actual calendar. For example, the adjustment datemay be based on a least one of a day of a week, a day of a month, or aday of the year. For example, the day of a week may be the fifth day ofthe week, a Tuesday, etc. A day of a month may be the fifth day of themonth, the second Tuesday of the month, the first day of the second weekof the month, etc. Similarly, a day of the year may be specified usingany technique for identifying a day during the year.

The adjustment date may be used in various ways. An adjustment date mayspecify that a particular day is not to available for scheduling anactual due date. For example, if a relative due date, after being pairedwith a starting date, would result in the actual due date landing on aholiday, e.g. July 4, then specifying July 4 as an adjustment date mayresult in the actual date being scheduled on a different day, e.g. July3 or July 5. In one or more embodiments, an adjustment date may beremoved consideration as an actual due date when determining the actualdue date.

Referring again to FIG. 28, date 2845 may be an adjustment date.Adjustment date 2845 may be a holiday, e.g. July 4. Adjustment date 2845may be determined to be the date that is the same amount of time fromreference date 2815 as reference due date 2825 is away from date 2815.However, because adjustment date 2845 is a holiday, and is specified asan adjustment date, the assignment corresponding to reference due date2825 will not be assigned to 2845. Instead, the learning activitycorresponding to reference due date 2825 may be mapped to actual duedate 2850.

The adjustment date may comprise a holiday on the actual calendar, aweekend day, or any other date specified as such. The adjustment datemay be based on at least one of a day of a week, a day of a month or aday of the year. The adjustment date may be specified by a systemadministrator, a course instructor, a course developer, or anycombination thereof.

FIG. 25 depicts an exemplary user interface displaying an actual duedate for completing the learning activity, wherein the actual due dateis derived from the reference due date. For example, the actual due datemay be displayed as the date on which assignment icon 2520 is displayed.Alternatively or additionally, the actual due date may be stored in acalendar file.

In the learning management system, the set of learning activities may beassociated with a course, in which the reference calendar defines areference course completion time period, and in which the user interfacedisplays an actual course completion time period derived from thereference course completion time period. For example, the referencecourse completion period may be the period on reference calendar 2810from reference date 2815 to reference due date 2820, and the actualcourse completion time period may be the period on actual calendar 2830from reference date 2815 to actual due date 2840.

Further, the course completion time period may be between a referencecourse start date and a reference course end date, in which the userinterface displays at least one of an actual course start date or anactual course end date derived from a respective one of the referencecourse start date and the reference course end date. For example, thereference course start date may be 2815, the reference course end datemay be reference date 2830, the actual course start date may bereference date 2815 on actual calendar 2830, and the actual coursecompletion end date may be date 2855.

Moreover, the course completion time period may be divided into atemporal sequence of reference learning unit completion sub-periods.Each reference learning unit sub-period in the temporal sequence may beassociated with a corresponding learning unit in the sequence oflearning units. The user interface may display an actual learning unitsub-period derived from a reference learning unit sub-period. Forexample, the period from reference due date 2825 to reference date 2830may be reference learning unit sub-period. The period from actual duedate 2850 to date 2855 of actual calendar 2830 may be an actual learningunit sub-period derived from the reference learning unit sub-period.

Deriving the actual learning unit sub-period from the reference learningunit sub-period or the actual course completion time period from thereference course completion time period may be performed in variousways, including any of the techniques discussed herein, such as thosediscussed in reference to deriving an actual due date from a referencedue date.

FIG. 29 depicts an exemplary logic flow for a method of managinglearning in accordance with one or more embodiments. In block 2910,electronic addresses for a plurality of contacts associated with astudent may be stored. In block 2920, the student may be associated witha set of student's contacts comprising at least one student-selectedcontact and at least one mandatory contact, wherein a student-selectedcontact comprises a contact designated by the student to be in the setof student's contacts and a mandatory contact comprises a contact thatis not designated by the student to be in the set of student's contacts.In block 2930, one or more instructional materials may be delivered tothe student. In block 2940, a user interface that enables the student tocommunicate messages with the student-selected contact and the mandatorycontact may be provided.

FIG. 30A depicts an exemplary logic flow for a method of managinglearning in accordance with one or more embodiments. In block 3010, aninstructional material may be delivered to a student workstation afterauthenticating an student's entry into a learning session at the studentworkstation, in which the learning session may be associated with aplurality of contacts. In block 3020, electronic addresses may bestored. A first electronic address may be associated with a firstcontact, and a second electronic address may be associated with a secondcontact. The first contact may be associated with the learning sessionand the second contact may not be associated with the learning session.In block 3030, a first activity stream associated with the first contactand a second activity stream associated with the second contact may bedisplayed to the student. Upon detection of student's entry into thelearning session, the first activity stream may be displayed withoutdisplaying the second activity stream. Upon detection of student's exitfrom the learning session, the second activity stream may be displayedeither with displaying the first activity stream or without displayingthe first activity stream.

FIG. 30B depicts an exemplary logic flow for a method of managinglearning in accordance with one or more embodiments. In block 3040, afirst instructional material may be delivered to a student when thestudent enters into a first learning session associated with a firstcourse. In block 3050, a second instructional material may be deliveredto the student when the student enters a second learning sessionassociated with a second course. In block 3060, electronic addresses fora plurality of contacts associated with the student may be stored. Thestudent may be associated with a set of student's contacts comprising afirst contact associated with the first course and a second contactassociated with the second course. In block 3070, a first activitystream associated with the first contact and a second activity streamassociated with the second contact may be displayed to the student. Upondetection of student's entry into the first learning session, the firstactivity stream may be displayed without displaying the second activitystream. Upon detection of student's entry into the second learningsession, the second activity stream may be displayed without displayingthe first activity stream.

FIG. 31 depicts an exemplary logic flow for a method of managinglearning in accordance with one or more embodiments. In block 3110, alearning environment for delivery of instructional material may bedisplayed to a remote student workstation student after authenticating astudent at the remote student workstation. The learning environment maydisplay a user interface to the student on the remote studentworkstation, in which the user interface may be used to interact with aninstructional material when the student enters into a learning sessionassociated with a course. In block 3120, messages may be communicated toor from the student during the learning session. In block 3130, thecommunication of messages with the student may be monitored to determinewhether a message contains an unauthorized content. In block 3140, analert message may be transmitted upon detection of an unauthorizedcontent.

FIG. 32 depicts an exemplary logic flow for a method of managinglearning in accordance with one or more embodiments. In block 3210,corresponding learning environments for delivery of instructionalmaterial may be displayed to a plurality of geographically dispersedremote student workstations located in a plurality of regions after thelearning system authenticates a corresponding plurality of students atthe plurality of geographically dispersed remote student workstations.Each learning environment may display a user interface on a remotestudent workstation located in one region of the plurality of regions.In block 3220, a plurality of region profiles may be stored, in whicheach region profile contains information specifying rules associatedwith communication of information between a first region and anothersecond region. In block 3230, messages may be communicated amongst thegeographically dispersed remote student workstations located in theplurality of regions in accordance with the plurality of regionprofiles.

FIG. 33 depicts an exemplary logic flow for a method of managinglearning in accordance with one or more embodiments. In block 3310, aframework for a set of learning activities may be stored comprising asequence of learning units that are associated with a reference calendarfor completion of the learning activities relative to a reference date.The reference calendar may specify a reference due date for completing alearning activity associated with a learning unit of the sequence oflearning units. The reference due date may be relative to the referencedate. In block 3320, a learning environment may be created for deliveryof instructional material associated to a remote student workstationafter authenticating a student at the remote student workstation. Thecreated learning environment may display a user interface on the remotestudent workstation to the student. The displayed user interface maycomprise an actual due date for completing the assignment, in which theactual due date is derived from the reference due date.

Attached to this specification is an Appendix that contains thefunctional specification of some aspects of the present inventionspecifying certain requirements for implementation of the presentinvention over a computer network, including depictions of variousrelevant user interfaces.

CONCLUSION

Numerous specific details have been set forth to provide a thoroughunderstanding of the embodiments. It will be understood, however, thatthe embodiments may be practiced without these specific details. Inother instances, well-known operations, components and circuits have notbeen described in detail so as not to obscure the embodiments. It can beappreciated that the specific structural and functional details arerepresentative and do not necessarily limit the scope of theembodiments.

Various embodiments may comprise one or more elements. An element maycomprise any structure arranged to perform certain operations. Eachelement may be implemented as hardware, software, or any combinationthereof, as desired for a given set of design and/or performanceconstraints. Although an embodiment may be described with a limitednumber of elements in a certain topology by way of example, theembodiment may include more or less elements in alternate topologies asdesired for a given implementation.

It is worthy to note that any reference to “one embodiment” or “anembodiment” means that a particular feature, structure, orcharacteristic described in connection with the embodiment is includedin at least one embodiment. The appearances of the phrase “in oneembodiment” in the specification are not necessarily all referring tothe same embodiment.

Although some embodiments may be illustrated and described as comprisingexemplary functional components or modules performing variousoperations, it can be appreciated that such components or modules may beimplemented by one or more hardware components, software components,and/or combination thereof. The functional components and/or modules maybe implemented, for example, by logic (e.g., instructions, data, and/orcode) to be executed by a logic device (e.g., processor). Such logic maybe stored internally or externally to a logic device on one or moretypes of computer-readable storage media.

Some embodiments may comprise an article of manufacture. An article ofmanufacture may comprise a storage medium to store logic. Examples of astorage medium may include one or more types of computer-readablestorage media capable of storing electronic data, including volatilememory or non-volatile memory, removable or non-removable memory,erasable or non-erasable memory, writeable or re-writeable memory, andso forth. Examples of storage media include hard drives, disk drives,solid state drives, and any other tangible storage media.

It also is to be appreciated that the described embodiments illustrateexemplary implementations, and that the functional components and/ormodules may be implemented in various other ways which are consistentwith the described embodiments. Furthermore, the operations performed bysuch components or modules may be combined and/or separated for a givenimplementation and may be performed by a greater number or fewer numberof components or modules.

Some of the figures may include a flow diagram. Although such figuresmay include a particular logic flow, it can be appreciated that thelogic flow merely provides an exemplary implementation of the generalfunctionality. Further, the logic flow does not necessarily have to beexecuted in the order presented unless otherwise indicated. In addition,the logic flow may be implemented by a hardware element, a softwareelement executed by a processor, or any combination thereof.

While certain features of the embodiments have been illustrated asdescribed above, many modifications, substitutions, changes andequivalents will now occur to those skilled in the art. Thus, thebreadth and scope of the present invention should not be limited by anyof the above-described exemplary embodiments, but should instead bedefined only in accordance with the claims and their equivalents.

1. A learning management system comprising: a learning system configuredto display corresponding learning environments for delivery ofinstructional material to a plurality of geographically dispersed remotestudent workstations located in a plurality of regions after thelearning system authenticates a corresponding plurality of students atthe plurality of geographically dispersed remote student workstations,wherein each learning environment displays a respective user interfaceon a remote student workstation located in one region of the pluralityof regions; a database that stores at least one region profile, whereinthe at least one region profile contains information specifying a ruleassociated with communication of information between a first region andanother second region; and a networking service in communication withthe learning system configured to communicate messages amongst thegeographically dispersed remote student workstations located in theplurality of regions in accordance with the region profile.
 2. Thelearning management system of claim 1, wherein the rule preventscommunication of messages between a first student in a first course anda second student in a second course.
 3. The learning management systemof claim 1, wherein the rule prevents communication of messages betweena first student in a first region and a second student in a secondregion.
 4. The learning management system of claim 1, wherein themessages include at least one of a message from a student, a message toa student, a student profile, a status of a student, a stream update, oran instructional material.
 5. The learning management system of claim 1,wherein the rule causes a message in a first language of a first regionto be translated into a second language of a second region.
 6. Thelearning management system of claim 5, wherein the message is translatedusing a machine translation technique.
 7. The learning management systemof claim 1, wherein the rule prevents communication of messages betweena first student of a first educational institution and a second studentof a second educational institution.
 8. The learning management systemof claim 1, wherein the rule prevents communication of messages betweena student over a certain age and a student under the certain age.
 9. Thelearning management system of claim 1, wherein the rule preventscommunication of messages between a first country and a second country.10. A method of managing learning comprising: displaying correspondinglearning environments for delivery of instructional material to aplurality of geographically dispersed remote student workstationslocated in a plurality of regions after the learning systemauthenticates a corresponding plurality of students at the plurality ofgeographically dispersed remote student workstations, wherein eachlearning environment displays a user interface on a remote studentworkstation located in one region of the plurality of regions; storing aplurality of region profiles, wherein each region profile containsinformation specifying rules associated with communication ofinformation between a first region and another second region; andcommunicating messages amongst the geographically dispersed remotestudent workstations located in the plurality of regions in accordancewith the plurality of region profiles.
 11. The method of claim 10,wherein the rule profile prevents communication of messages between afirst student in a first course and a second student in a second course.12. The method of claim 10, wherein the rule prevents communication ofmessages between a first student in a first region and a second studentin a second region.
 13. The method of claim 10, wherein the messagesinclude at least one of a message from a student, a message to astudent, a student profile, a status of a student, a stream update, oran instructional material.
 14. The method of claim 10, wherein the rulecauses a message in a first language of a first region to be translatedinto a second language of a second region.
 15. The method of claim 14,wherein the message is translated using a machine translation technique.16. The method of claim 10, wherein the rule prevents communication ofmessages between a first student of a first educational institution anda second student of a second educational institution.
 17. The method ofclaim 10, wherein the rule prevents communication of messages between astudent over a certain age and a student under the certain age.
 18. Themethod of claim 10, wherein the rule prevents communication of messagesbetween a first country and a second country.